Reading and Writing Achievement Standards Curriculum
Reading and Writing Achievement Standards Curriculum
Reading and Writing Achievement Standards Curriculum
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Comprehension Responses<br />
Appropriate <strong>Achievement</strong><br />
Students demonstrating appropriate achievement respond to a variety of comprehension tasks in<br />
the manner described below.<br />
Literal Response<br />
Students<br />
<strong>Reading</strong><br />
“the lines”<br />
• respond accurately to most literal questions by locating specific details; reread <strong>and</strong><br />
skim small amount of text to gather appropriate information<br />
• identify most story elements (e.g., setting, characters, events, problem/resolution,<br />
<strong>and</strong>, when clearly stated, overall theme/lesson) of a narrative text <strong>and</strong> include<br />
some supporting details, may include unimportant details at times; graphic<br />
organizers may be used<br />
• identify most main ideas <strong>and</strong> supporting details; graphic organizers may be used,<br />
with support, to categorize <strong>and</strong> sort information<br />
Inferential/Interpretive Response<br />
Students<br />
<strong>Reading</strong><br />
“between the<br />
lines”<br />
• make straight-forward inferences about a character (his/her actions, feelings or<br />
personality) <strong>and</strong> story events, referring to obvious textual details<br />
• interpret clear relationships among ideas to draw conclusions (e.g., cause/effect;<br />
sequence) or make comparisons, using some supporting textual details<br />
• use context clues <strong>and</strong> background knowledge to explain the meaning of new<br />
vocabulary, as well as some simple descriptive/figurative words <strong>and</strong> sentences<br />
• use text features (e.g., captions, charts/diagrams, font, glossaries) to gain<br />
additional information from the text, demonstrating a general underst<strong>and</strong>ing of their<br />
purpose; may have difficulty interpreting some visual information<br />
Personal/Critical/Evaluative Response<br />
Students<br />
<strong>Reading</strong><br />
“beyond the<br />
lines”<br />
• make obvious personal connections, relate relevant prior knowledge, <strong>and</strong> make<br />
logical text-to-text comparisons; connections tend to be straightforward, supported<br />
with a general explanation<br />
• express preferences for, <strong>and</strong> simple opinions about texts, authors, <strong>and</strong> illustrators<br />
<strong>and</strong> provide some supporting details or examples; explanations may be general<br />
• recognize some elements of an author’s style/technique (e.g., descriptive<br />
language), explain how they help the reader by stating personal preference <strong>and</strong>/or<br />
a general example<br />
• distinguish between fact <strong>and</strong> opinion <strong>and</strong> identify author’s point of view, using<br />
some details from the text<br />
• can identify a variety of text forms (e.g., narrative, report, instructions, biography),<br />
including basic text characteristics (e.g., sequence), <strong>and</strong> knows a form’s general<br />
purpose<br />
8 <strong>Achievement</strong> St<strong>and</strong>ards End of Grade 3